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Improving Breast Cancer Control Among Latinas: Evaluation of a Theory-Based Educational Program

University of California, Irvine, in the department of medicine, the School of Social Ecology and the Center of Health Policy and Research; 3255 Berkeley Place, Irvine, CA 92697-5800; phone: 949-824-3206; Simshra{at}uci.edu

Leo R. Chavez, PhD

University of California, Irvine in the department of anthropology and the Center for Health Policy and Research

J. Raul Magana, PhD

University of California, Irvine, in the department of medicine and the Center of Health Policy and Research

Patricia Nava, MA

Center for Health Policy and Research at the University of California, Irvine

R. Burciaga Valdez, PhD, MHSA

School of Public Health at the University of California, Los Angeles

F. Allan Hubbell, MD, MSPH

University of California, Irvine, in the department of medicine, the School of Social Ecology and the Center of Health Policy and Research

The study evaluated a theory-based breast cancer control program specially developed for less acculturated Latinas. The authors used a quasi-experimental design with random assignment of Latinas into experimental (n = 51) or control (n = 37) groups that completed one pretest and two posttest surveys. The experimental group received the educational program, which was based on Bandura's self-efficacy theory and Freire's empowerment pedagogy. Outcome measures included knowledge, perceived self-efficacy, attitudes, breast self-examination (BSE) skills, and mammogram use. At posttest 1, controlling for pretest scores, the experimental group was significantly more likely than the control group to have more medically recognized knowledge (sum of square [SS] = 17.0, F = 6.58, p < .01), have less medically recognized knowledge (SS = 128.8, F = 39.24, p < .001), greater sense of perceived self-efficacy (SS = 316.5, F = 9.63, p < .01), and greater adeptness in the conduct of BSE (SS = 234.8, F = 153.33,p < .001). Cancer control programs designed for less acculturated women should use informal and interactive educational methods that incorporate skill-enhancing and empowering techniques.

Health Education & Behavior, Vol. 25, No. 5, 653-670 (1998)
DOI: 10.1177/109019819802500511


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